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Each of these teachers was observed while implementing two of the four Discussions of the AwI seminar with our built-for-purpose protocol described next.
In the AwI Seminar teachers use cases like the one above as an "anchor" (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990) for initiating and sustaining individual reflection and group dialog over the course of the four discussions.
As described below, the AwI Seminar seeks to engage students in a series of four discussions of "core questions" related to each of the four components of moral functioning.
Among these encounters, we observed only four discussions of colorectal cancer screening in patients who were eligible for such screening.
Four with Public Health workers in the district, each group consisted of 6 people and four discussions with community representatives, each containing 7 8 people.
The four discussions reached a saturation point, and further discussions were not expected to bring up any new points of view.
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They lost by 17 points, raising the possibility that the Big Four discussion was premature.
Four discussion sessions focused on research that aims to deepen the understanding of disaster risks.
Patients receiving placebos received a short reminder regarding the "four discussion points".
Consequently, four discussion groups were convened.
LA presence significantly influenced four discussion outcomes: Requesting Information, Requesting Feedback, Discussion Length, and Percent Productivity.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com